Session 4 - 10/5 (afternoon), Clay Dube

[Robert Docter]

When reflecting on the historical encounter activity, I found the learning of the material very valuable. Firstly, it helped me understand different problems, challenges, and arguments in the Qing Dynasty (although It was very hard as the revolutionary!). I found myself doing lots of outside research. Qiu Jin has had some recent press and recongition by the New York Times and other blogs due to her revolutionary tactics and her feminism. 

More so, I enjoyed the structure of the encounter. Especially being in a high school History setting, I look to use this idea. Variations can include groups for different leaders or figures. I'm looking to create some similar lesson activities for this upcoming year!

 

[Katherine Oh]

Based on our conversations about what is happening in Hong Kong, I have been thinking about the different protests that have been happening in our own country and how to relate it to what is happening here in the states. I focus my integrated curriculum on activism throughout the year, not just during Black History Month, and lately there has been many different protests and political movements that are happening around the world. I have been reflecting about the media coverage in Hong Kong because I want to show my students the reality of what is happening without diluting the problem or making it seem less important. But as the movement gained more violent momentum, it has been a challenge. 

[Haena Shin]

I found the role playing exercise in class to be very engaging and entertaining. It was interesting to listen to the different perspectives each group had to offer and how they interpreted their research on the characters they were representing. I personally found it very interesting to read and learn aboutt the revoluntionary, Qiu Jin and how she was a woman ahead of her time. Being an outspoken feminist, she placed herself outside of her comfort zone of what a typical traditional woman of her time would have been and was a matriarch. 

Similarly, the exercise gave context to how the current residents of Hong Kong today are feeling in their protests and discontent with their government. As I read about the HIstory of the Chinese Revolution, the principles of the revolution seem to remain strong priinciples that people fight for today. Although the revolution occured after China's war with France in the 1880s, China continues to seek nationalism (indepdendence in spirit and conduct), democracy, and livelihood. I'm interested to learn more about Three Principles of the People and the Five Power Constitution and how people can devote themselves to the Republic.

[Cynthia Stults]

I thought that the afternoon activity was a fantastic example of how we can truly make learning "come alive" and make history experiential for our students. The idea that students will need to be prepared to defend their position within a group setting is a fantastic way to get some of those students who loathe to do any sort of preparation for classes better engaged. There is definitely peer pressure underlying this activity- if I'm not prepared, my team will not perform as well as they could have and we might look foolish and then it's my fault and then they'll blame me. Even as adults, I do not think that we did enough preparation as a team outside of class. This was evident when individuals within groups seemed to be promoting totally opposite ideas for "saving China". When I implement this into my classroom, I think at least at first, to give groups some class time to discuss and plan, but eventually, after students become more familiar with the process, see if students are able to gain sufficient understanding of the given problem that they would be able to engage as an individul without the benefit of a team. In preparing for this experience, students need to research not only their perspective, but have enough knowledge of the other perspective in order to know how to combat possible arguments from those other perspectives. Another possible extension activity would be to have students shift perspectives and defend an opposing point of view. Not only does this help develop deeper understanding of content, but also (hopefully) help them to develop the idea that they need to understand all sides of an issue.

[Kurt Hansen]

The death of Qiu Jin was unceremonious, beheaded and body left as an example. Since her death, she became a martyr and her body and tomb location has changed based upon the political and social changes in China. It's interesting that her life and death is morphed into whatever the current dynasty or government entity needed from her to promote. Nine times her body was moved and her tomb rebuilt to use her martyrdom. Each government either moves her tomb to the forefront as an example to the masses or away from the limelight to lessen her impact. Her life and death has become less reality based and more based on myth and twisted history. It proves that national heroes or icons are yet another way for governments to use the past to shape the future any way they want to. Qiu Jin never had an idea of the communist revolution, yet the communist revolution has embraced Qiu Jin as a martyr for the cause. If and when communism falls, I’m sure the next form of government will find a way for Qiu Jin to embrace their ideals and support it long after her revolutionary spirit has passed.

 

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